Q&A - P3 Math

[buds]

HAPPYH:

buds:

Same here plum-cake! :slapshead:


Can score full marks for problem sums and all other higher order / challenging type questions but the carelessness from easy peasy questions, either from complacency when skimming thru easier questions (take for granted/over-confident/not internalizing properly) of what's \"really being asked for in the questions\" or from transference errors in her workings for eg. 427 + 274 = can be reflected as 247 + 274 =... (especially those sums with repeated numbers in the questions) :pokeeye: or the worst kind of mistake that can ever be made... :nailbite: ... the \"cannot read own working due to illegible handwriting\"... :mad: ie. she reads her 247 as 297. :faint: ...

Same here. Esp. those in blue. I am still nagging on it. Sigh.

:offtopic: Recently we found out that she had myopia (-2.5 right eye and +0.5 left eye). Hopefully with the spectacles, she can do better(?). Spectacles - another worry as she is going to wear the spectacles for the first time. Another big sigh.

Mine doesn't wear spectacles. So no excuse oredi le bah.. :faint:

The only one who wears spectacles in the house is me. :politebleah:

[buds]

BigDevil:

buds:

Bro... isn't that supposed to be 4fives? :?


5 fours; should be 5 (times) of the number four.
Or like SAHM Chew said... 5 groups of four.

DD2 used to always get this mixed up.
Kinda a waste of 2-marks questions i say. :roll:

Yes sista, that was 4 fives...but that's the answer in the answer key to the 5 fours question.

That's why I work out the answers myself when I check DD's work. :mad:

Yup, cannot be complacent. But take heart that it could probably also be a typo error. Setter too tired setting exam papers until see numbers all blur liao.

[buds]

BigDevil:

buds:

Can score full marks for problem sums and all other higher order / challenging type questions but the carelessness from easy peasy questions, either from complacency when skimming thru easier questions (take for granted/over-confident/not internalizing properly) of what's \"really being asked for in the questions\" or from transference errors in her workings for eg. 427 + 274 = can be reflected as 247 + 274 =... (especially those sums with repeated numbers in the questions) :pokeeye: or the worst kind of mistake that can ever be made... :nailbite: ... the \"cannot read own working due to illegible handwriting\"... :mad: ie. she reads her 247 as 297. :faint: ...

You are talking about my DD??

I have another one.... when lining up the numbers to do addition or subtraction, the tens-place digit in the second number will end up under the hundreds-place digit of the first number. So end up adding/subtracting the wrong number. :frustrated:

I have experience with this phase as well.. the numbers aren't aligned again because handwriting like **** ... some numbers small some numbers bigger, so langgar the place value next to it. :roll: I solved that by getting her to draw lines or boxes. She does mark the header (of the workings) with TH/H/T/U... just like how she was taught in Montessori during preschool years. No longer got problem with that.. ... so far. Plus i have no choice but make her do http://www.kiasuparents.com/kiasu/forum/viewtopic.php?p=14912#p14912 and also double check for transference errors since it's once too often ending up wasting all points for the question. Transference errors results in wrong number input for workings making the end answer well... wrong. For problem sums in later part, no method marks awarded anymore. Read = No more pity marks whatsoever. Even if the teacher/marker can tell that the child has the concept/method done right in the workings columns.

:xedfingers:

[jedamum]

Dear buds

Reading what u wrote abt your dd is like my everyday math battle with my ds1. Recent super duple Easy math test he got marks deducted for errors like no units n didn't reduce fractions to simplest form - stuff I had already highlighted to him. And he tends to lost marks in graph questions! Giveaway marks ah! :stupid:

[buds]

Graph questions are real giveaways. I insist on workings or markings of numbers that dictate the value indicated on the bars in the graph questions. The other is to draw a line across the bars for clear distinction to show she knows what is asked of her and that she too can clearly see the answer for herself without having to read the bars over and over again until blur. Underlining keywords is also my mantra. In Maths, must read to understand.

[buds]

Funz:

BigDevil:

[quote=\"buds\"]
Can score full marks for problem sums and all other higher order / challenging type questions but the carelessness from easy peasy questions, either from complacency when skimming thru easier questions (take for granted/over-confident/not internalizing properly) of what's \"really being asked for in the questions\" or from transference errors in her workings for eg. 427 + 274 = can be reflected as 247 + 274 =... (especially those sums with repeated numbers in the questions) :pokeeye: or the worst kind of mistake that can ever be made... :nailbite: ... the \"cannot read own working due to illegible handwriting\"... :mad: ie. she reads her 247 as 297. :faint: ...

You are talking about my DD??

I have another one.... when lining up the numbers to do addition or subtraction, the tens-place digit in the second number will end up under the hundreds-place digit of the first number. So end up adding/subtracting the wrong number. :frustrated:

DD does that as well. Better still she can start out adding but end up subtracting or vice versa.[/quote]Wah! Then that reali does take the cake! :salute:

Funz, this goes back to the part that checking was not thorough upon completion of question and also upon completion of the whole paper, isn't it? :skeptical:

I recall two occasions when my DDs shared with me this... about checking Maths papers after exam.

Scenario 1 : I finished my paper very early.. checked whole paper three times.. teacher said those who finished can put head down on desk to rest. But i didn't realize i accidentally fell asleep.

If you were me, you'd transform into angry bird oso right? :mad:

It was on the dot Band 1 ie. 85 marks.
But the 15 were all careless mistakes cept for one problem sum.
So the damage : Sleep = To 10 marks of careless mistakes & one misunderstood problem sum.

Here's sharing another one.

DD2 brought a very lovely and colourful paper home.

Scenario 2 : I finished my paper before time was up. Teacher said cannot hand up before actual time so i coloured the pictures in the paper. I did check! Once. And i see all done already.

:yikes:

:frustrated:

Ok, given that this was in P1 and despite the once over \"check\" :roll: she managed to ace it (dunno how) .. i tried to hide my :yikes:!

[jedamum]

buds:

Graph questions are real giveaways. I insist on workings or markings of numbers that dictate the value indicated on the bars in the graph questions. The other is to draw a line across the bars for clear distinction to show she knows what is asked of her and that she too can clearly see the answer for herself without having to read the bars over and over again until blur. Underlining keywords is also my mantra. In Maths, must read to understand.

so you see i very :stupid: draw line across but eye will cross and then read wrongly on the graph leh!
he has reached a stage of underlining keywords without reading it! :spank:
husband said son had preconceived ideas on the questions and formed his own perception even before fully comprehending the question. he likes to question the question too! sometimes even thought he is correct instead of the question (ie, he thought the question is wrongly set!) :spank:
vomit until no more blood...

[Funz]

We totally OT on this thread liao hor. Maybe mods can split it into a separate thread.


Yah Buds, it boils down to checking which in dd’s definition is, flip the papers from front to back n make sure all blanks are filled in.

Your dd1 scenario, exactly what dd did. Your dd2 scenario, well dd had something similar. She started doodling on her test paper, adding little smiley/sad/angry/silly faces plus commentaries like, 'poor thing or so careless, if the question says the kid lost something, stuff like that.

When I tell my friends or my sis about all these they laugh about it. Yes it is funny when it is not your kid. But when it’s your kid, it can drive you nuts. And I can laugh about it now too cos she is still pulling band 1 grades but if her results dip I don’t think I can laugh anymore.

[qms]

Funz:

We totally OT on this thread liao hor. Maybe mods can split it into a separate thread.

Mods will not split into separet threads, but will :spank: you for going :offtopic: .

:siam:

Anyway, please continue your chat in your personal thread. :please: Members will find it easier to look for answers to their questions.

:thankyou:

[buds]

I don't think it's OT leh. :politebleah:


These are still relevant points/issues pertaining to academic preparation and support for P3 Math. I was going to post the remedies.. some strategies.. that we can all share to minimize the issues our children or rather... WE... are facing now. Still not to late to rectify n trouble shoot for P3 SA1. Tio bo? It's considered support right? :please:

As for preparation part, we are preparing other parents in lower primary to prepare for the big P3 shock... err... transition maybe a better word.

Can don't move to personal thread, cos later lagi susah to make any relevance whatsoever. At least here we are still very much in discussion on what challenges our children face in Math. P3 Math. Pwetty pweeeaaase? :please: